Abstract: For physics students who do not end up working in physics (i.e. most students), how can physics education contribute to their future academic and professional success? Although Physics Education Research (PER) has been widely successful at enhancing student understanding of physics concepts, the field has been turning towards fostering the skills and mindsets that can prepare students for future learning and adversity. In this talk, I will share examples from two areas of my research. The first illustrates the teaching and assessment of the mathematical sensemaking skills that physicists commonly use to connect mathematical and physical thinking. The second shows how engagement and success can be fostered by helping students view learning physics as a challenge to be met rather than a threat to be avoided. Although physics instruction often focuses on learning physics content and problem-solving skills, I propose that mathematical sensemaking and a challenge mindset are ways of thinking and engaging that can propel students to future success. Though the rise of generative AI has sparked recent existential debates for physics education, such skills and mindsets illustrate the types of learning outcomes not easily replaced by AI.